GENRE-BASED ANALYSIS OF STUDENTS‟ DESCRIPTIVE TEXT IN THE TENTH GRADE STUDENTS OF MAN 2 SEMARANG Testiana Deni Wijayatiningsih5 Meti Yunia Wardhani
ABSTRACT Desain penelitian ini menggunakan deskriptif kualitatif yang bertujuan untuk mendeskripsikan tulisan deskriptif siswa dengan analisis genre di kelas X-D MAN 2 Semarang. Instrument penelitian adalah tulisan deskriptif text siswa. Peneliti menganalisis lembar kerja siswa dengan mengidentifikasi generic structure dan language features dalam menulis teks deskriptif. Hasil analisis menunjukkan 75% dari persentase total siswa dapat menulis bagian identifikasi dengan benar dan 100% siswa dapat menerapkan bagian deskripsi dalam penulisan teks deskriptif. Pada hasil analisis language features menunjukkan bahwa 100% dari total persentase siswa dapat mengaplikasikan penggunaan specific participant, simple present tense, dan kata sifat. Sedangkan 97% siswa dapat menerapkan penggunaan being verb dan noun phrase dengan sukses. Hasil ini menunjukkan bahwa analisis genre pada kelas X-D MAN 2 Semarang memperoleh hasil yang memuaskan. Kata kunci: analisis genre, teks deskriptif, siswa I.
INTRODUCTION One of the most important skills in English is writing skill. In learning writing, the students of Senior High School were taught the material about genre. This learning happened at MAN 2 Semarang which was also learned genre especially descriptive text. Based on the pre observation, the students still had low motivation in writing descriptive text. They stil did not write descriptive text based on the generic structures and linguistic features. So, the researchers analyzed their descriptive text to know why they still write the text unstructured. II. STATEMENT OF THE PROBLEM What kinds of genre analysis are found in students‟ descriptive writing at the tenth D grade students of MAN 2 Semarang? III. LITERATURE REVIEW Writing is one of English skills that should be taught in every level. Hyland (2007: 152) also describes that writing is complex structures that is learned by the grammar improvement. According to Hyland‟s statement, writing can also consolidate other language aspects learning to vocabulary or grammar. Furthermore, writing is used to deliver ideas, thought, and feeling to other people in written form so the other people can understand what the writer‟s goal. It means that writing has purpose to deliver message as a communication device through written form.
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Dosen S1 Pendidikan Bahasa Inggris, Fakultas Bahasa dan Budaya Asing, Universitas Muhammadiyah Semarang
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Hyland (2007: 4) defines genre is a group of texts that is used to represent the meaning of the situation that has been caught by the writer. It means that genre is related to the purpose and the meaning of the text. Gerot (1995) and Macken (1990) cited in Hartono (2005: 5) states there are two kinds of genres they are story and factual genre. The story genre consists of narrative, recount, exemplum, anecdote, news story/items, and spoof whereas the factual genre consists of procedure, description, explanation, report, exposition, discussion, review, and commentary. By using genre, the students will be clear in writing text especially descriptive text. They will know the social function, generic structure, and language feature of descriptive text. According to Gerot (1995) and Macken (1990) as cited in Hartono (2005: 6) descriptive text has purpose to describe a particular person, place or thing. Through descriptive text, the students can describe someone, their favorite place or thing. Meanwhile, the students sometimes got difficulty in writing descriptive text with the correct genre. They know the social function of descriptive text theoretically but they do not know the generic structure clearly. Based on the statement above, the teacher should ask the students to try their own writing of descriptive text although the students sometimes got the difficulty to make a good text of it. IV. RESEARCH METHOD In this research, the researcher used descriptive qualitative research. The researcher described the genre analysis of students‟ writing descriptive texts of the tenth grade students of MAN 2 Semarang. The sampling was used purposive sampling because the second researcher only taught at the tenth D of MAN 2 Semarang. The participants of this study were all students of tenth D in MAN 2 Semarang. It consisted of 36 students who were 26 females and 10 males. The instruments were the students‟ descriptive text. The researcher analyzed the data through identifying the generic structures and language features of text. V. RESULT AND DISCUSSION The research result analysis was done to describe the genre analysis of students‟ descriptive text. They were generic structures and language features. Based on the research finding, the data result was shown as follow: Table 1. Generic Structure Analysis of Students‟ Descriptive Text No Nama Identification Description 1 Ali Imron Al Amin √ √ 2 Ardy Pangestu √ 3 Corda Lebda Purnama √ √ 4 Eva Selviana √ √ 5 Faisal Wahyu R. √ √ 6 Fitria Isnaini √ √ 7 Gema Nurul N. √ √ 8 Hilwa Putri Listiaji √ √ 9 Ifatuz Zaida √ √ 10 Ika Wahyu Cahya N. √ √ 11 Indah Purnamasari √ √ 12 Isnaeni Yuningsih √ 13 Istiharoh √ √
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14 Januaviva Fajar M. 15 Mauladina Masitoh 16 Moch. Bima Bagas W. 17 Muhamad Syamsul M. 18 Muhammad Rizal 19 Niam Septia Akroma 20 Ninik Indah R. 21 Nur Fadhilah 22 Oki Andika Dwi W. 23 Prayuga Prasetyo 24 Riska Putri 25 Rismania Ariana 26 Rudi Hartanto 27 Shalsabiela Destika 28 Siti Khoiriyah 29 Siti Musyarofah 30 Siti Rohmatul Ulfa 31 Siti Sholihatun 32 Sukma Ayu Widiastuti 33 Ulfi Zaimah 34 Ulin Laila N. 35 Vina Yuhar Vila 36 Vira Ratna Ayudya Total (percentage)
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 27 (75%)
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 (100%)
Based on the table above, the total percentage of the students‟ identification was 75%. It meant there were 27 students who applied the right identification. Meanwhile, the total percentage of the students‟ description was 100%. It showed all students could apply the right description. From the table above, the researcher could give conclusion that the students got difficulty in giving introduction of their descriptive text because their worksheet showed that they started their writing with description part first. Whereas, the students had to write the identification first before they wrote description. Table 2. The Language Features Analysis of Students‟ Descriptive Text No Nama Specific Present Being Noun Adjective Participant Tense Verb Phrase 1 Ali Imron Al Amin √ √ √ √ √ 2 Ardy Pangestu √ √ √ √ √ 3 Corda Lebda √ √ √ √ √ Purnama 4 Eva Selviana √ √ √ √ √ 5 Faisal Wahyu R. √ √ √ √ √ 6 Fitria Isnaini √ √ √ √ √ 7 Gema Nurul N. √ √ √ √ √ 8 Hilwa Putri Listiaji √ √ √ √ √ 9 Ifatuz Zaida √ √ √ √ √
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10
Ika Wahyu Cahya N. 11 Indah Purnamasari 12 Isnaeni Yuningsih 13 Istiharoh 14 Januaviva Fajar M. 15 Mauladina Masitoh 16 Moch. Bima Bagas W. 17 Muhamad Syamsul M. 18 Muhammad Rizal 19 Niam Septia Akroma 20 Ninik Indah R. 21 Nur Fadhilah 22 Oki Andika Dwi W. 23 Prayuga Prasetyo 24 Riska Putri 25 Rismania Ariana 26 Rudi Hartanto 27 Shalsabiela Destika 28 Siti Khoiriyah 29 Siti Musyarofah 30 Siti Rohmatul Ulfa 31 Siti Sholihatun 32 Sukma Ayu Widiastuti 33 Ulfi Zaimah 34 Ulin Laila N. 35 Vina Yuhar Vila 36 Vira Ratna Ayudya Total (Percentage)
√
√
√
√
√
√ √ √ √ √ √
√ √ √ √ √ √
√ √ √ √ √ √
√ √ √ √ √ √
√ √ √ √ √ √
√
√
√
√
√
√ √
√ √
√ √
√ √
√ √
√ √ √ √ √ √ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √ √ √ √ √
√ √ √ √ 100%
√ √ √ √ 100%
√ √ √ 97%
√ √ √ √ 97%
√ √ √ √ 100%
From the table above, the result of descriptive text‟s language features showed that almost all students could write the correct elements of descriptive text that consisted of specific participant (100%), simple present tense (100%), being verb (97%), noun phrase (97%), and adjective (100%). All students understood how to use simple present tense, being verb, and adjective in their writing, although some of them still did not understand for applying being verb and noun phrase in their descriptive text. It could be caused that they did not know the appropriate being verb and noun phrase. The best result was supported by the teacher‟s way and the situation in classroom when the teaching and learning process of descriptive text was done successfully.
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VI.
CONCLUSION The students at the tenth grade students of MAN 2 Semarang had known the social function of descriptive text and almost all students also could apply the appropriate generic structure and language features of descriptive text. Moreover, The result of the analysis showed that the students knew the purpose of descriptive text to describe about someone, place, or something. The result also showed that the generic structure of the students were almost perfect in description part but only 27 students who applied the appropriate identification of descriptive text. On the other hand, the language features of students showed all students could apply the specific participant, simple present tense, and adjective to construct descriptive text correctly. Meanwhile there was one student who did not understand how to apply being verb and noun phrase. The result of the genre analysis had the good result because the writing purpose could be achieved by the students. BIBLIOGRAPHY Gerot, L and Wignell, P. 1994. Making Sense of Functional Grammar. Australia: AEE. Harmer, Jeremy. 2004. How to Teach Writing. England: Pearson Education, Inc. Hartono, Rudi. 2005. Genre-Based Writing. Semarang States University: English Department. Hartono, Rudi. 2005. Genre English Text Types: Theory and Practice. Semarang States University: English Department. Hyland, Ken. 2007. Genre Pedagogy: Language Literacy, and L2 Writing Instruction. Journal of Second Language Writing. http://www2.caes.hku.hk/kenhyland/files/2012/08/Genre_pedagogy_languageliteracy-and-L2-writing-instruction1.pdf.html [Accessed 09/02/14] Saleh, M. 2008. Penelitian Pendidikan Bahasa. Semarang: Universitas Muhammadiyah Press. Siahaan and Shinoda. 2008. Text Stucture. Yogyakarta: Graha Ilmu. Sugiyono. 2010. Metode Penelitian Pendidikan. Bandung: CV Alfabeta. Westwood, Peter. 2008. What Teacher Need to Know About Writing and Reading Difficulties. Australia: Acer Press. Winarni, R and Slamet, Y. 2014. Developing Story-Writing Textbook. International Education E-Journal. Volume 3, Issue 3. http://oiirj.org/oiirj/ejournal/2014/09/30/vol-iii-issue-iii-july-aug-sept2014/.html. [Accessed 12/02/14]
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